Meta-Analysis of the Relationship Between Total Sleep Deprivation and Performance

1992 ◽  
Vol 9 (2) ◽  
pp. 132-136 ◽  
Author(s):  
Meni Koslowsky ◽  
Harvey Babkoff
Keyword(s):  
Sleep Deprivation ◽  
Meta Analysis ◽  
Total Sleep Deprivation ◽  
And Performance ◽  
The Relationship

Team Learning Behaviors and Performance: A Meta-Analysis of Direct Effects and Moderators

2021 ◽  
pp. 105960112110169
Author(s):  
Christopher W. Wiese ◽  
C. Shawn Burke ◽  
Yichen Tang ◽  
Claudia Hernandez ◽  
Ryan Howell
Keyword(s):  
Team Performance ◽  
Team Learning ◽  
Task Complexity ◽  
Meta Analysis ◽  
Sample Type ◽  
Learning Behaviors ◽  
Learning Teams ◽  
And Performance ◽  
The Relationship ◽  
Team Familiarity

Under what conditions do team learning behaviors best predict team performance? The current meta-analytic efforts synthesize results from 113 effect sizes and 7758 teams to investigate how different conceptualizations (fundamental, intrateam, and interteam), team characteristics (team size and team familiarity), task characteristics (interdependence, complexity, and type), and methodological characteristics (students vs. nonstudents and measurement choice) affect the relationship between team learning behaviors and team performance. Our results suggest that while different conceptualizations of team learning behaviors independently predict performance, only intrateam learning behaviors uniquely predict performance. A more in-depth investigation into the moderating conditions contradicts the familiar adage of “it depends.” The strength of the relationship between intrateam learning behaviors and team performance did not depend on team familiarity, task complexity, or sample type. However, our results suggested this relationship was stronger in larger teams, teams with moderate task interdependence, teams performing project/action tasks, and studies that use measures that capture a wider breadth of the team learning behavior construct space. These efforts suggest that common boundary conditions do not moderate this relationship. Scholars can leverage these results to develop more comprehensive theories addressing the different conceptualizations of team learning behaviors as well as providing clarity on the scenarios where team learning behaviors are most needed. Further, practitioners can use our results to develop more guided team-based policies that can overcome some of the challenges of forming and developing learning teams.

Diversity in Alliance Portfolios and Performance Outcomes: A Meta-Analysis

2014 ◽  
Vol 43 (5) ◽  
pp. 1472-1497 ◽  
Author(s):  
Donghun (Don) Lee ◽  
Katie Kirkpatrick-Husk ◽  
Ravi Madhavan
Keyword(s):  
Positive Impact ◽  
Theoretical Orientation ◽  
Meta Analysis ◽  
Performance Outcomes ◽  
Alliance Portfolio ◽  
Quantitative Synthesis ◽  
And Performance ◽  
The Relationship ◽  
Level Of Analysis ◽  
Alliance Portfolios

Given the increasing interest in alliance portfolios, alliance portfolio diversity (APD) has been the focus of many recent studies. Yet, the performance consequences of APD—or of diversity in general—are neither theoretically clear nor empirically consistent. With meta-analytic analyses, we assess extant research on the APD–performance link. Across studies, APD has a positive impact on performance, although the level of analysis and how performance is measured influence the relationship. Going beyond conventional quantitative synthesis, however, we also systematically uncover patterns in how theoretical orientation and the operationalization of diversity moderate the APD–performance relationship. Our study serves as an invitation for future APD studies to employ more sophisticated theoretical and operationalization approaches as they expand our knowledge of diversity in alliance portfolios.

Innovative Approaches to Improving the Transfer and Sustainability of Learning

2014 ◽  
pp. 111-126 ◽  
Author(s):  
Michael P. Leimbach
Keyword(s):  
Literature Review ◽  
Competitive Advantage ◽  
Learning Transfer ◽  
Meta Analysis ◽  
Performance Outcomes ◽  
Performance Impact ◽  
Difference Scores ◽  
Effective Learning ◽  
And Performance ◽  
The Relationship

The importance of learning transfer in ensuring that learning contributes to an organization's competitive advantage has been undermined in organizational practice. There are two major reasons for this: 1) few studies directly explore the relationship between transfer and performance improvement, and 2) most existing transfer models are too complex for practitioners to implement. The purpose of this chapter is to explore the link between learning transfer activities and performance outcomes, and to create a framework for implementing an effective learning transfer solution. A targeted literature review meta-analysis was used to explore the performance impact of training vs. training plus transfer activities. The authors compute “difference scores” representing the percentage of improvement from the transfer activities over training alone. Activities are categorized into a framework of eleven critical learning transfer actions. They then implement the elements of the Learning Transfer Framework in three demonstration projects. By incorporating findings from the literature review, meta-analysis, and the demonstration projects, the authors propose a new transfer framework that is effective and easy to implement. Implications and directions for future researchers are advanced.

scholarly journals Examining the effects of interorganizational learning on performance: a meta-analysis

2018 ◽  
Vol 33 (4) ◽  
pp. 574-584 ◽  
Author(s):  
Anni Rajala
Keyword(s):  
Meta Analysis ◽  
Moderating Effects ◽  
Interorganizational Learning ◽  
Content Type ◽  
Positive Effects ◽  
Research Designs ◽  
Different Types ◽  
And Performance ◽  
The Relationship ◽  
Practical Implications

Purpose Relationship learning is viewed as an important factor in enhancing competitiveness and an important determinant of profitability in relationships. Prior studies have acknowledged the positive effects of interorganizational learning on performance, but the performance measures applied have varied. The purpose of this study is to examine the relationship between interorganizational learning and different types of performance. The paper also goes beyond direct effects by investigating the moderating effects of different research designs. Design/methodology/approach This paper applies a meta-analytic approach to systematically analyze 21 independent studies (N = 4,618) to reveal the relationship between interorganizational learning and performance. Findings The findings indicate that interorganizational learning is an important predictor of performance, and that the effects of interorganizational learning on performance differ in magnitude under different research conditions. Research limitations/implications The paper focuses on interorganizational learning, and during the data collection, some related topics were excluded from the data search to retain the focus on learning. Practical implications The study evinces the breadth of the field of interorganizational learning and how different research designs affect research results. Moreover, this meta-analysis indicates the need for greater clarity when defining the concepts used in studies and for definitions of the concepts applied in the field of interorganizational learning to be unified. Originality/value This study is the first to meta-analytically synthesize literature on interorganizational learning. It also illuminates new perspectives for future studies within this field.

The impact of service innovation on firm performance: a meta-analysis

2020 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Changli Feng ◽  
Ruize Ma ◽  
Lin Jiang
Keyword(s):  
Firm Performance ◽  
Positive Impact ◽  
Meta Analysis ◽  
Service Innovation ◽  
Future Research ◽  
Quantitative Review ◽  
Content Type ◽  
And Performance ◽  
The Impact ◽  
The Relationship

PurposeWith the rise of service economy, many companies are attempting to gain a competitive advantage through service innovation. However, the existing research has not drawn consistent conclusions about the relationship between service innovation and firm performance. Hence, the purpose of this paper is to provide a quantitative review on the service innovation-performance relationship based on research findings reported in the extant literature.Design/methodology/approachStudies from 46 peer-reviewed articles were sampled and analyzed. A meta-analytic approach was adopted to conduct a quantitative review on the relationship between service innovation and firm performance, and the effects of any potential moderators were further explored.FindingsThe results found that service innovation has a significant positive impact on firm performance. Additionally, the relationship between service innovation and firm performance is influenced by measurement moderators (economic region and performance measurement), and contextual moderators (firm type, innovation type, customer factors and attitudes toward risk).Originality/valueThe meta-analysis has been used to explore the relationship between service innovation and firm performance, and the findings have contributed to the literature on service innovation, as well as providing future research directions.

A meta-analytic examination of the relationship between family firm generational involvement and performance

2020 ◽  
Vol 43 (8) ◽  
pp. 971-987
Author(s):  
Vasiliki Kosmidou
Keyword(s):  
Firm Performance ◽  
Family Firms ◽  
Meta Analysis ◽  
Negative Relationship ◽  
Family Firm ◽  
Negative Effects ◽  
Content Type ◽  
Universal Family ◽  
And Performance ◽  
The Relationship

Purpose The purpose of this paper is to examine the relationship between family firm generational involvement and performance. Although researchers have studied this relationship extensively, a complete understanding of its true magnitude and sign is still lacking. Design/methodology/approach This meta-analysis sheds new light on this relationship, integrating the findings of 43 studies with 51 independent samples and 18,802 family firms. Findings The results reveal a small and negative relationship indicating that later-generation family firms perform worse compared to first-generation ones. The authors also show that the relationship is stronger for younger than older and for private than public firms. Finally, the measurements of both variables influence the relationship yielding critical research implications. Research limitations/implications This study suggests that future researchers examining the effects of generational involvement on family firm performance should conduct their analysis using multiple measures of both variables to ensure the accuracy of their results. It also highlights the need of family business scholars to converge to the use of a universal family firm definition, as findings differ significantly in strength and direction depending on which definition is used. Practical implications From a practitioners’ perspective, the findings imply that owners of young and private family firms should consider professionalizing and adopting a balanced top management team composition consisting of both family and non-family members as a way to mitigate the negative effects of “familiness” on performance. Originality/value This study empirically demonstrates the importance of adopting a generational perspective when examining differences in family firm performance.

Self Measures and Achievement: Comparing a Traditional Review of Literature with a Meta-Analysis

1982 ◽  
Vol 26 (1) ◽  
pp. 71-75 ◽  
Author(s):  
J. A. Hattie ◽  
B. C. Hansford
Keyword(s):  
Meta Analysis ◽  
Review Of Literature ◽  
Performance Achievement ◽  
And Performance ◽  
The Relationship ◽  
Research Endeavour

The question as to the relationship that exists between measures of self and performance/achievement has long been the focus of research endeavour. This study compares the conclusions drawn from a traditional review of literature relating to self and performance with those arising from a meta-analysis of the same area.

scholarly journals Cohesion and Performance for Female and Male Sport Teams

2015 ◽  
Vol 29 (2) ◽  
pp. 97-109 ◽  
Author(s):  
Mark Eys ◽  
M. Blair Evans ◽  
Luc J. Martin ◽  
Jeannine Ohlert ◽  
Svenja A. Wolf ◽  
...  
Keyword(s):  
Gender Differences ◽  
Best Practices ◽  
Meta Analysis ◽  
Male And Female ◽  
Semistructured Interviews ◽  
Sport Teams ◽  
Similarities And Differences ◽  
And Performance ◽  
The Relationship ◽  
Group Involvement

A previous meta-analysis examining the relationship between cohesion and performance (Carron, Colman, Wheeler, & Stevens, 2002) revealed that this relationship was significantly stronger for female teams as compared with male teams. The purpose of the current study was to explore perceptions of the cohesion-performance relationship by coaches who have led teams of both genders. Semistructured interviews were employed with Canadian and German coaches with previous experience leading both male and female sport teams. The information obtained through the interviews yielded a number of categories pertaining to potential similarities and differences within female and male sport teams including: (a) the nature of cohesion (e.g., direction of the cohesion-performance relationship), (b) antecedents of cohesion (e.g., approaches to conflict), and (c) the management of cohesion (e.g., developing social cohesion). Overall, the results offer testable propositions regarding gender differences and group involvement in a sport context as well as informing best practices such that teams can attain optimal performance.

A Quantitative Review of Research on Charismatic Leadership

1996 ◽  
Vol 78 (1) ◽  
pp. 271-287 ◽  
Author(s):  
J. Bryan Fuller ◽  
Coleman E. P. Patterson ◽  
Kim Hester ◽  
Donna Y. Stringer
Keyword(s):  
Organizational Context ◽  
Meta Analysis ◽  
Charismatic Leadership ◽  
Classification Theory ◽  
Organizational Level ◽  
Implicit Leadership ◽  
Implicit Leadership Theory ◽  
And Performance ◽  
Satisfaction With The Leader ◽  
The Relationship

This study used meta-analysis to explore the relationship between charismatic leadership and satisfaction with the leader, perceived leader's effectiveness, and performance. To maintain construct consistency Bass' 1985 conceptualization of charisma was used. Results indicate potential moderating effects for two moderators of research design (objective/subjective performance and percept-percept/multisource study design) and for two theoretically predicted moderators (organizational level of focal leader and organizational context). The results are discussed in relation to implicit leadership theory and cognitive classification theory.

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